Success in low-level and high-level mathematics courses in undergraduate engineering college as a correlate to individual learning style

This research compares the learning preferences, locus of control and self assessment of 477 students to that of their instructors using the Kolb's Learning Style Inventory, Gregorc Style Delineator, and Rotter's Internal-External Locus of Control instruments in an effort to determine if an individual student's success is affected by match/mismatch of student and instructor learning preferences and attitude.